Read-alouds are a common component of literacy instruction. However, research on the method for providing read-alouds is limited. To determine if there was a common set of implementation practices, the authors examined the read-aloud practices of 25 teachers who were nominated by their administrators as experts. From these data, the authors identified several factors common to read-alouds. The authors then observed 100 additional teachers to determine how common each of these factors were in read-alouds.